There are myths and misunderstandings around the use of manipulatives. So, teachers may ask: is it time to dust off the dienes, bring out the buttons, or count out the cubes? There can be a dizzying array of practice choices, so how can awareness of these myths help us to make deliberate decisions of what to use, why and when.
Myth #1: Manipulatives are only for younger children.
The research evidence tells us that manipulatives can be used to support pupils of all ages. The decision to remove a manipulative should be made in response to the pupils’ improved knowledge and understanding, not their age.
Guy Carpenter, Director of Research and Innovation, Dudley Academies Trust
James Dey, Maths Leader, NEAT Academy Trust
Myth #2: Using manipulatives will affect children’s behaviour.
Like anything novel, children can become distracted. Using a manipulative regularly or introducing it through play to gain familiarity can be beneficial.
Charlotte Chessell, Maths Lead and Evidence Lead in Education, Front Lawn Primary School
Myth #3: Manipulatives are there if children need them.
It’s not enough to just simply give a manipulative to children or have them available if they want to use them. Children need to understand the links between the manipulatives and the mathematical ideas they represent, and this requires expert support and modelling.
Simon Cox, Director of Blackpool Research School
Jamie Heathcote, Primary Mathematics Consultant
Myth #4: Manipulatives should help children to ‘do’ the maths.
We want children to understand mathematical concepts – not just get the ‘right’ answer. Manipulatives can help children make sense of mathematical concepts, as well as develop visual images.
Richard Allon, Head of School, West Walker Primary School
Myth #5: We don’t need to use manipulatives as our school uses mathematical representations.
The research evidence tells us that children benefit from practical, first-hand experiences of moving and interacting with manipulatives to develop mathematical ideas. Manipulatives AND representations help children to build knowledge and make links between their learning.
Guy Carpenter, Director of Research and Innovation, Dudley Academies Trust
What next?
Ready to bust the manipulative myths? You can grab those manipulatives with enthusiasm. Just make sure they’re in the hands of pupils of all ages on a regular basis, not sitting unused in organised boxes or gathering dust on the top shelf of a cupboard. Crucially, consider the following questions when it comes to their use: Which ones, why and how?
Take a closer look at the following guidance to reflect on current practice and refine the use of manipulatives in your setting:
Education Endowment Foundation. (2020). Improving mathematics in Early Years and Key Stage 1, pp. 16 – 17. Available at: EEF_Maths_EY_KS1_Guidance_Report.pdf
Education Endowment Foundation. (2017). Improving mathematics in Key Stages 2 and 3, pp. 10 – 13. Available at: EEF-Improving-Mathematics-in-Key-Stages-2-and‑3 – 2022-Update.pdf